Chapter 4: Developing the Curriculum

Curriculum Planning: The Human Dimension
Role of the Principal: Actively (leader) or passively (delegates leadership) involved in curriculum development.  Doomed without support.  Theory X and Theory Y.  Bureaucratic vs. Collegial

Role of Students:  More and more common to solicit student input regarding curriculum.  Can be direct or indirect.  Some seek advice from student leaders.  Scores on standardized tests, evaluations.  Degree and quality depend on intelligence, motivation, knowledge, maturity.

Role of the Community: Involvement has evolved.  Generally widespread, encouraged, and valued.  Direct or indirect.  Involved in curriculum development through advisory committees, resource persons, volunteer aides.  Local Businesses have entered into partnerships.  Local, state, federal initiatives.

Role of the Teachers:  Teachers carry heaviest burden regarding curriculum, participate in all stages, initiate and review proposals. Write and create curriculum materials.  Evaluate resources.  Try new ideas.  Serve on committees at all levels.

Role of the Curriculum Leader: Mostly a faculty member.  Must be a specialist in the group process.

The Change Process
4 Variables
1. Structure
2. Technology of Managing
3. People
4. Task

Interpersonal Relations

• Formal Groups
• Informal Groups
• CL must be aware of behaviors: Individuals bring won behaviors to the group.  Individual in groups may behave in ways that are different from their individual behaviors.  Groups assume a personality of its own.

Concerns-Based Adoption Model (CBAM)

http://www.nationalacademies.org/rise/backg4a.htm

Leadership Skills: Research indicates it is impossible to ascribe a single set of traits to those in leadership roles.  Traits do not guarantee success.  Two Approaches: Bureaucratic or Collegial.

Communication Skills: Curriculum development in primarily an exercise in verbal behavior-to-some degree written but to a greater degree oral.

Common Misunderstandings

1. Skill in speaking can be mistaken for communication
2. Group interaction is sometimes taken for communication
3. Assumption that communication is understood without sufficient evidence.

Body Language & Julius Fast